sarc report for dr. lewis dolphin stallworth sr. charter€¦ · processes used to build upon the...

Dr. Lewis Dolphin Stallworth Sr. Charter

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

View this SARC online at the school and/or LEA Web sites.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents and community members should contact the school principal or the district office.

California Department of Education

School Accountability Report CardReported Using Data from the 2013-14 School Year

Published During 2014-15

Principal Robin Moorezaid, PrincipalPrincipal, Dr. Lewis Dolphin Stallworth Sr. Charter

January 26, 2015

Robin MooreZaidStallworth Charter School1610 East Main Street

The goal of Stallworth Charter School’s New “Pyramid of Learning” program now serving students from TK-8 grade is toprovide an instruct ional program that reflects the personal concerns and high expectat ions of all students using aResponse to Intervent ion (RTI) model align to the Common Core State Standards. This data-driven program allows staffto track performance, collaborate, and set quarterly goals using a comprehensive planning system that is studentcentered focusing on their individual academic and social needs. Our curriculum is designed to be interact ive w ith asupplemental blended learning component that diagnosis and track progress. A partnership between home, school andthe community ensures an environment that is a posit ive experience for all. Teachers work in teams to promote highexpectat ions and academic achievement.Robin MooreZaidPrincipalStallworth Charter School

A NOTE ABOUT THE SCHOOL: Stallworth Charter services a new TK-8 program start ing in the 2013/14 fiscal year thatcombines elementary and middle school together ending its former K-12 program. For this reason, the past API scores donot reflect the current student body.

The Mission To produce students who w ill be academically sound and socially responsible while embracing the rapid environmentalchanges and diversit ies of the 21st Century.

The new Pyramid of Learning program that serves TK-8 grades implements a set of problem solving strategies andprocesses used to build upon the school’s exist ing strengths. Embedded w ithin the curriculum is a school-w ide Posit iveBehavioral Intervent ion Support (PBIS) system, which has characterist ics that overlap w ith other init iat ives designed toenhance the PLC (Professional Learning Community) concept. For example, a shared vision and values that lead to acollect ive commitment of school staff, which is expressed in day-to-day pract ices that encourage act ively sought solut ions;openness to new ideas; working teams cooperate to achieve common goals; encouragement of experimentat ion as an

About Our SchoolAbout Our School

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/.

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opportunity to learn; cont inuous improvement based on evaluat ion of outcomes; and reflect ion in order to study theoperat ion and impacts of act ions taken while aggressive, unsafe behaviors are discouraged. We emphasize respect,responsibility, reflect ion, cooperat ion, and other highly valued character traits, which are taught, encouraged, andpract iced..

T ier I It is est imated that the first t ier reach 80% of the student populat ion w ith a curriculum designed to meet the challengesof the Common Core State Standards (CCSS). Our curriculum materials are more digitally interact ive w ith an adequateamount of online resources adaptable to the revisions of the Common Core Standards. Formative and summativeassessments are embedded w ithin the materials alongside the school-w ide benchmarks (what the students should knowat grade level) so that teachers focus on student learning. This allows students the opportunity to use what they havelearned in new situat ions or new texts so that they transfer and apply their understanding. The reading materials make iteasy to different iate, manage groups, and personalize instruct ion. The math material combines a comprehensive mathcurriculum, powerful best pract ices in teaching, and easy to use technology for personalized instruct ion that effect ivelyaddresses the students' specific need.

T ier II Targeted Intervent ion is the second t ier of the program designed for an est imated 15% of students who are strugglingw ith either learning deficits or behavioral hindrances. At this level students are provided w ith support in small groups insideor outside the classrooms under the teacher or educat ional leader's direct ions. This allows for assistance w ith areas ofneed using instruments such as an electronic instruct ion program, tutors, counselors, or resource specialists. This t ier alsoallows for more targeted yet posit ive focus for enhancing the culture, which includes a leadership componentimplemented for specific groups. The leadership component is designed to empower students to recognize their intrinsicabilit ies to lead in all areas of their life. Leadership development training helps students connect w ith the essence of theirunique gifts and talents by recognizing and embracing strengths while breaking free from the barriers of self-imposedlimits. The main purpose of this program is to prepare students for the next phase in their journey towards being collegeand careers ready. Another init iat ive that enhances this level is the extra-curricular act ivit ies designed specifically for interest groups. Studentswho have various act ivit ies and interests are encouraged to vote and or design clubs of concentrat ion.

T ier III This level services students needing Intensive support. We have implemented a 3rd t ier that promotes the success ofstudents whose learning have been impacted by learning and behavioral deficits on several areas of development. Theyalso require intense and frequent supports to opt imize their learning achievements. At this level, we reach-out to anest imated 5% of the populat ion.

What do intensive supports include? • professional services from speech and language pathologists, psychologists, occupat ional therapists, social workers, etc.; • extra help from student support teachers; • medical or community-based services/referrals; and, • assist ive technologies such as computer software or hardware

1610 East Main St. Stockton, CA95205-5521

Phone: 209-948-4511E-mail: [email protected]

ContactContact

2013-14 SARC - Dr. Lewis Dolphin Stallworth Sr. Charter

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https://maps.google.com/maps?q=1610+East+Main+St.%2cStockton%2cCA&t=m&z=16

mailto:[email protected]

Last updated: 1/30/2015


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

School

School Name Dr. Lew is Dolphin Stallworth Sr. Charter

Street 1610 East Main St.

City, State, Zip Stockton, Ca, 95205-5521

Phone Number 209-948-4511

Principal Principal Robin Moorezaid, Principal

E-mail Address [email protected]

Web Site www.stallworthcharter.org

County-District-School (CDS) Code

39686760117853

District

District Name Stockton Unified

Phone Number (209) 933-7000

Web Site www.stockton.k12.ca.us

SuperintendentFirst Name

Julie

SuperintendentLast Name

Penn

E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year)School Description and Mission Statement (Most Recent Year)

Dr. Lew is D. Stallworth Sr., Charter School, Inc. (DLDSSCSI) is an Independent Charter. Dr. Lew is Dolphin Stallworth, Sr., founded this Charter School to providea safe environment where students can develop into competent, responsible, adapt ive cit izens who are physically fit , healthy lifelong learners and capable problemsolvers.

The Vision for Stallworth Charter is one that fosters unity, honors interdependence, and encourages a sense of purpose through the educat ional process in a waythat benefits the community and family.

The Mission Statement: To produce students who w ill be academically sound and socially responsible, while embracing the rapid environment changes anddiversity in this 21st Century.


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www.stallworthcharter.org

www.stockton.k12.ca.us




Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Kindergarten 24

Grade 1 18

Grade 2 28

Grade 3 22

Grade 4 14

Grade 5 11

Grade 6 17

Grade 7 15

Grade 8 12

Total Enrollment 161

KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 80

5

10

15

20

25

30

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 47.2

American Indian or Alaska Nat ive 0.0

Asian 0.0

Filipino 0.0

Hispanic or Lat ino 43.5

Native Hawaiian or Pacific Islander 0.0

White 3.7

Two or More Races 5.6

Socioeconomically Disadvantaged 99.4

English Learners 26.7

Students w ith Disabilit ies 8.1

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

47%

43%

3%5%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the Basic State Priority (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair.

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 10 7 4

Without Full Credent ial 0 2 4

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 1

2012-13 2013-14 2014-150

2

4

6

8

10

12Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

1 1 2

Total Teacher Misassignments* 1 1 2

Vacant Teacher Posit ions 0 1 1

2012-13 2013-14 2014-150.0

0.5

1.0

1.5

2.0

2.5Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: July 2013

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 85 15

All Schools in District 96 4

High-Poverty Schoolsin District

96 4

Low-Poverty Schoolsin District

100 0

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsReading Street Text (Grades K - 7)

Reading & Writ ing Street Student Notebook(Grades K - 7)

Literature Volume 1 and 2 (Grade 8)

Teacher Additons Readings accmpanied eachStudent Text

September 2014:

Paperback Collect ion Seriers:

- The Hunger Games

- Captain Underpants

- Diary of a W impy Kid

Yes 0.0

MathematicsenVision Math (Grades K - 5)

Digits (Grade 6 - 8)

enVision Math Student Workbook

Teachers Edit ion to accompany Student Text

Instruct ional CD's for each Grade

Yes 0.0

ScienceNav Energy Foundat ions

Nav Evergy in Physical Systems

Science Navigator Process Skills

Science Nav Energy Foundat ions Teacher Kit

Science Nav Energy in Living Systems Teacher Kit

Science Nav in Physical Process Skills Teacher Kit

Science Lab:

-Safety Goggles

-Balance Living Digital Pocket Scales

-6 Piece Pyrex Glass Test Tube Set w ith Caps andRack

-MaxiMatic EDB-302BF Elite Cuisine Electric Double

Yes 0.0


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Buffet Burner

History-Social Science 0.0

Foreign Language 0.0

Health 0.0

Visual and Performing Arts 0.0

Science Laboratory Equipment(grades 9-12)

0.0


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School Facility Good Repair Status - Most Recent Year

Overall Facility Rate - Most Recent Year

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

The safety and cleanliness of the school is adequate. The school is secured and safe for all students. The school is cleaned and maintained daily. All interior repairsare made as needed.

Our recent facility improvements included new sprinkler heads, motion lights in all bathroom and hallways for security, painted hallways, classroom, and outsidestairways. We installed new paper towel and t issue holders in all restrooms, cleaned vents and hoods in kitchen, and installed extra out lets where needed toensure safety to prevent possible outages. Extra mulch was added to the playground to ensure a greater levels of safety for student play, the gates wererepaired to ensure safe passage, and addit ional handles were added to permit easy access for exit ing.

No repairs are needed for the structure or roof, the school is structurally sound.

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

GoodAir Condit ion Units repaired as

needed.

Interior: Interior Surfaces GoodAll Interior walls, floors are repaired

as needed.

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

Good

Electrical: Electrical GoodExtra electrical out lets were added

to prevent possible shortages.

Restrooms/Fountains:Restrooms, Sinks/Fountains

GoodRestrooms are cleaned and

maintained daily, repairs as needed. We are planning to put water

fountains in the playground area.

Safety: Fire Safety, HazardousMaterials

GoodAll hazardous materials are in a

locked cabinet w ith and addit ionalpadlock. Sprinkler system were

updated to meet safety standards.

Structural: StructuralDamage, Roofs

GoodNo repairs were needed for thestructure or roof, the school is

structually sound.

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

GoodExtra mulch was added to the

playground to ensure greater levelsof safety for students while playing,the gates were repaired to ensure

safe passage, addit ional handleswere added to permit easy access

for exit ing.

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Test ing and Report ing Program);The Academic Performance Index; andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for AllCalifornia Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All

Students in Science – Three-Year ComparisonStudents in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 11 3 25 35 34 34 60 59 60

California Assessment of Student Performance and Progress Results by Student Group in Science (School YearCalifornia Assessment of Student Performance and Progress Results by Student Group in Science (School Year

2013-14)2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 34

All Students at the School 25

Male 33

Female 19

Black or African American 25

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino 29


White

Two or More Races

Socioeconomically Disadvantaged 25

English Learners

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services


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Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Standardized Testing and Reporting Results for All Students - Three-Year ComparisonStandardized Testing and Reporting Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 9% 15% 14% 36% 38% 37% 54% 56% 55%

Mathematics 6% 15% 9% 34% 34% 34% 49% 50% 50%

History-Social Science 5% 13% 10% 26% 27% 27% 48% 49% 49%

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2011 2012 2013

Statew ide 1 1 1

Similar Schools

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013

All Students at the School 8 77 -20

Black or African American 17

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino


White

Two or More Races

Socioeconomically Disadvantaged 3

English Learners

Students w ith Disabilit ies


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Career Technical Education Programs (School Year 2013-14)Career Technical Education Programs (School Year 2013-14)

For career readiness, Character Educat ion is built in our program called PBIS (Posit ive Behaviors Intervent ion System) designed especially for our at risk populat ionof students. Incorporated in their studies they learn team management, conflict resolut ion, and goal sett ings for improving work place behaviors, att itudes,acceptance, and accountability.

In addit ion, the school incorporates a two week program that focuses on various careers using community volunteers to inform students about possible futurecareer choices.

Career Technical Education Participation (School Year 2013-14)Career Technical Education Participation (School Year 2013-14)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 0

Percent of pupils complet ing a CTE program and earning a high school diploma 0.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 0.0

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 3.4

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (ifCalifornia High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if

applicable)applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts 0% 0% N/A 42% 44% 35% 56% 57% 56%

Mathematics 0% 0% N/A 46% 49% 42% 58% 60% 62%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2011-12 2012-13 2013-14

-1.0

-0.5

0.0

0.5

1.0

Mathematics Percent of Students Scoring at Proficient or Advanced

2011-12 2012-13 2013-14

-1.0

-0.5

0.0

0.5

1.0


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California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if

applicable)applicable)

Group

English-Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA N/A N/A N/A N/A N/A N/A

All Students at the School N/A N/A N/A N/A N/A N/A

Male N/A N/A N/A N/A N/A N/A

Female N/A N/A N/A N/A N/A N/A

Black or African American N/A N/A N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino N/A N/A N/A N/A N/A N/A

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White N/A N/A N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged N/A N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A N/A

Students w ith Disabilit ies N/A N/A N/A N/A N/A N/A

Students Receiving Migrant Educat ionServices

N/A N/A N/A N/A N/A N/A

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 16.7% 16.7% 16.7%

7 18.8% 50.0% 12.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the Parental Involvement State Priority (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the Pupil Engagement State Priority (Priority 5):

High school dropout rates; andHigh school graduat ion rates.

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Parents should be held responsible for their child's academic, personal growth through contract. In the contract it should be volunteer work w ith their child'steacher in order to better equip parents on posit ive growth. Including Parent Teacher Organizat ion (PTO) part icipat ion for fundraising, field trips, school events,and part icipate by helping to provide school supplies.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate 64.3 50.0 44.4 24.2 19.4 9.9 14.7 13.1 11.4

Graduat ion Rate 21.43 25 55.56 70.99 71.09 83.09 77.14 78.87 80.44

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2010-11 2011-12 2012-1320

30

40

50

60

70Dropout Rate

Graduation Rate


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Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2013


All Students 80 85 84

Black or African American 85 83 75

American Indian or Alaska Nat ive 83 77

Asian 91 92

Filipino 96 92

Hispanic or Lat ino 100 84 80

Native Hawaiian or Pacific Islander 100 84

White 77 90

Two or More Races 50 62 89

Socioeconomically Disadvantaged 66 82 82

English Learners 100 73 53

Students w ith Disabilit ies 100 66 60


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State Priority: School Climate

The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety.

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions 9.20 14.60 20.00 5.20 11.00 10.10 5.70 5.10 4.40

Expulsions 0.00 0.40 0.00 0.10 0.00 0.10 0.10 0.10 0.10

Suspensions

2011-12 2012-13 2013-140

5

10

15

20

25School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45School Expulsions

District Expulsions

State Expulsions

School Safety Plan - Most Recent YearSchool Safety Plan - Most Recent Year

We have prepared the school safety plan to provide a framework in which the school can plan and perform its respect ive emergency funct ions during school crisissituat ions. It was further designed to assist the staff in follow ing safety procedures w ith the greatest possible speed and safety. Regardless of the prescribedprocedures, training, and instruct ion, we acknowledge that the sound judgment of the Administrat ion and staff is an integral part of safety management.

The Safety Plan was updated July, 2014. Staff training occurred during the week of July 21, 2014 - July 25, 2014. Each teacher implements the plans in theirindividual classrooms. New emergency exit plans were re-designed and posted throughout the ent ire school.

Key elements in the safety plan are as follows: • Safety Prepared Charts in All Classrooms • Introduct ion and Statement of Commitment • Response to Any Emergency • Emergency Alert System • Guidelines for Pupil Release in Classroom • General Staff Responsibility for All Emergencies • Warning and Notificat ion o Fire o Severe Weather/Earthquakes o Bomb Treat/Weapon o Accident/Physical Injury


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o Evacuate Building o Internal Disaster o Intruder/Hostage


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

* DW (determinat ion waiver) indicates that the PI status of the school was carried over from the prior year in accordance w ith the flexibility granted through the federalwaiver process.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall N/A N/A

Met Part icipat ion Rate - English-Language Arts N/A N/A

Met Part icipat ion Rate - Mathematics N/A N/A

Met Percent Proficient - English-Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Graduat ion Rate N/A N/A

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2010-2011 2004-2005

Year in Program Improvement * Year 3 Year 3

Number of Schools Current ly in Program Improvement N/A 51

Percent of Schools Current ly in Program Improvement N/A 87.9%


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* Number of classes indicates how many classes fall into each size category (a range of total students per class).

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2011-12 2012-13 2013-14

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 13.0 2 0 0 22.0 1 21.0 5

1 11.0 1 0 0 14.0 1 1 16.0 5

2 4.0 1 0 0 16.0 1 28.0 5

3 1.0 1 0 0 16.0 1 22.0 6

4 9.0 1 14.0 6

5 5.0 1 0 0 19.0 1 11.0 6

6 9.0 1 17.0 6

Other 3.0 1 0 0

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 11.3 3 0 0 9.0 7 18.0 2 1

Mathematics 6.3 3 0 0 9.0 5 14.0 2

Science 10.7 3 0 0 8.0 6 14.0 2

Social Science 0.0 0 0 0 11.0 5 14.0 2


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Note: Cells w ith N/A values do not require data.

* One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Academic Counselors and Other Support Staff (School Year 2013-14)Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 1.0 0.0

Counselor (Social/Behavioral or Career Development) 0.6 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 0.0 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.0 N/A

Resource Specialist (non-teaching) 0.0 N/A

Other 0.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $8,398 $1,970 $6,428 $38,000

District N/A N/A $9,501 $61,189

Percent Difference – School Site andDistrict

N/A N/A 0.94% 1.61%

State N/A N/A $4,690 $70,720

Percent Difference – School Site and State N/A N/A 0.56% 1.87%


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Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

Program Overview

When developing the program, there were many factors to consider: students' needs, the community, the climate of the school, teacher turn-over rate,parent sat isfact ion, and student 's perceived safety. The best possible disposit ion to improving outcomes is by creat ing a school-w ide “Response toIntervent ion” (RTI) program based of the “Professional Learning Community” (PLC) concept. “The professional learning community model flows fromthe assumption that the core mission of formal educat ion is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implicat ions for schools (Dufour).” See information below.

The Pyramid of Learning implements a set of problem solving strategies and processes used to build upon the school’s exist ing strengths. Embeddedwithin the curriculum is a school-w ide Posit ive Behavioral Intervent ion Support (PBIS) system, which has characterist ics that overlap w ith otherinit iat ives designed to enhance the PLC concept. For example, a shared vision and values that lead to a collect ive commitment of school staff, which isexpressed in day-to-day pract ices that encourage act ively sought solut ions; openness to new ideas; working teams cooperate to achieve common goals;encouragement of experimentat ion as an opportunity to learn; cont inuous improvement based on evaluat ion of outcomes; and reflect ion in order to studythe operat ion and impacts of act ions taken while aggressive, unsafe behaviors are discouraged. We emphasize respect, responsibility, reflect ion,cooperat ion, and other highly valued character traits, which are taught, encouraged, and pract iced. We believe that this combinat ion of schools of thoughtmaximizes the teaching and learning of reading, writ ing, and math needed to develop crit ical thinking skills.

There are many core characterist ics of the PLC including collect ive team work in which the responsibility for student learning are extensively shared, a focusonreflect ive inquiry, emphasis on improving student learning, shared values and norms, and development of common pract ices. Dufour & Eaker (1998) and Levine& Shapiro (2004) in Educat ion for All.

Tier I

It is est imated that the first t ier reach 80% of the populat ion w ith a curriculum designed to meet the challenges of the Common Core State Standards (CCSS).Ourcurriculum materials are more digitally interact ive w ith an adequate amount of online resources adaptable to the revisions of the Common Core Standards.Formativeand summative assessment are embedded w ithin the materials alongside the school-w ide benchmarks (what the students should know at grade level) so thatteachersfocus on student learning, which allows students the opportunity to use what they have learned in new situat ions or new texts so that they transfer and applytheirunderstanding. The reading materials make it easy to different iate, manage groups, and personalize instruct ion, while the math material combines acomprehensive mathcurriculum, powerful best pract ices in teaching, and easy to use technology for personalized instruct ion that effect ively addresses the students' specific needs

Reading, Writing, and Math

K-5 EnVision Math K-6 Reading Street:A strong research base program that is authored by the nat ion's top math expertsand educators. EnVision Math is centered on interact ive, visual learning anddifferent iated instruct ion to address the specific needs of all students who are eitheron-level, struggling or gifted and talented in math. English Language Learners(ELL) are challenged to master math and other subject content at the same t imebecoming proficient in English. Our programs are design to reach the variousability levels of the student populat ion.This program features instruct ional resources that nurture a love of reading w ithawarding-w inning literature that balance fict ion and non-fict ion text. It isdesigned to build literacy skills as well as meet the challenges of the CCSS toguide students through complex texts. It is built w ith writ ing lessons to connectto the reading and show what they know. Reading Street provides ELLintervent ion. Students are motivated to learning w ith engaging, interact iveresources that lays the foundat ion for college and career readiness.

6th-8th Digits 6th-8th Prent ice Hall Literature:This program, like no other, is designed for middle grades for the purpose ofstreamlining instruct ion through point-of-need resources that are intuit ive forteachers, designed to opt imize effect ive t ime on task, and allow teachers to addressthe individual needs of every student—in and out of class. Digits offersstandardized test pract ices appropriate to the state's assessment and is capable ofre-aligning to changes in the state. It has easy to use technology w ith a variety oftools to accommodate all the learning styles in a classroom.


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SS: Teaches History

Science: Teaches Scient ific Thought

A comprehensive literacy program designed to bridge together the CCSS andresearched base best pract ices to provide an array of instruct ional resources.This program has everything needed to provide different iated instruct ioncombined w ith progress monitoring. Today’s students experience mediamessages in count less ways—from feature films to the Internet to handhelddevices. But students often lack the tools they need to evaluate the informationin those messages.

Prent ice Hall literacy program helps students analyze and make sense of themedia they see every day. Aligned to the program is a teacher-led writ ingworkshop component designed to relate writ ing to text and build crit icalthinking.

PBIS: Posit ive Behavioral Intervent ion program teaches student social skills at the beginning of each day geared to create a culture of respect.MAP: Measures Academic Progress (MAP) an internal assessment tool that diagnoses and measures learning, which provides detailed, act ionable data thatdetermines whereeach child is on their unique learning path.HW: Home-work (HW) program is a component of the After-School program designed to provide on-campus assistance w ith assigned home work for 80% of thepopulat ion.SuccessMaker: An Electronic Tutor for personalized instruct ion for all students scheduled throughout the academic day to enhance reading, math, and crit icalthinking skills.

Tier IITargeted Intervention is the second t ier of the program designed for an est imated 15% of students who are struggling w ith either learningdeficits or behavioral hindrances. At this level students are provided w ith support in small groups inside or outside the classrooms under theteacher or educat ional leader's direct ions to allow for assistance w ith areas of need using instruments such as an electronic instruct ionprogram, tutors, counselors, or resource specialists.

This t ier also allows for more targeted yet posit ive focus for enhancing the culture, which includes a leadership component implemented forspecific groups. The leadership component is designed to empower students to recognize their intrinsic abilit ies to lead in all areas of theirlife. Leadership development training helps students connect w ith the essence of their unique gifts and talents by recognizing and embracingstrengths while breaking free from the barriers of self-imposed limits. The main purpose of this program is to prepare students for the nextphase in their journey towards being college and careers ready.

Another init iat ive that enhances this level is the extra-curricular act ivit ies designed specifically for interest groups. Students who havevarious act ivit ies interest are encouraged to vote and or design clubs of interest. We aim to implement student led act ivit ies of interestwhether it be sports, clubs, or research.

SuccessMaker: A highly interact ive instruct ional software program that provide students w ith adapt ive personalized paths towardsthe mastery of reading and math. Its game-like format has many act ivit ies to challenge and motivate learners; yet itkeeps track of what the student learns and sets goals for where the student needs to be performing.Tutors: Targeted groups of students needing extra assistance w ith core subjects are assigned tutors.Counselors: Targeted groups of students needing extra assistance w ith behavioral issues are assigned to counselors who workw ith the students and teacher to modify behavior.Resource Specialist: The resource teacher’s works w ith students who are referred by parents or teachers in student study groups todetermine learning issues and needed modificat ions.Leadership: 7th/8th grade are scheduled in leadership courses to enhance self-discipline, personal abilit ies, creat ivity and schoolspirit . The 5th/6th grade junior leadership courses are a pre-requisite to the leadership program.Act ivit ies: Extra-curricular act ivit ies such as Flag Football, Soccer, Basketball, Indoor Tennis, Chess, and Cheer leadingpromote school spirit .

Tier III

At this level of students needing Intensive supports, we have implemented a 3rd t ier that promotes the success of students whose learninghave been impacted by learning/behavioural deficits on several areas of development and who require intense and frequent supports toopt imize their learning achievement. At this level, we reach-out to an est imated 5% of the populat ion.


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

What do intensive supports include?

• professional services from speech and language pathologists, psychologists, occupat ional therapists, social workers, etc.;• extra help from student support teachers;• medical or community-based services/referrals; and,• assist ive technologies such as computer software or hardware

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $39,408 $41,761

Mid-Range Teacher Salary $59,951 $66,895

Highest Teacher Salary $75,526 $86,565

Average Principal Salary (Elementary) $104,770 $108,011

Average Principal Salary (Middle) $00 $113,058

Average Principal Salary (High) $111,283 $123,217

Superintendent Salary $225,000 $227,183

Percent of Budget for Teacher Salaries 36.0% 38.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000


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http://www.cde.ca.gov/ds/fd/cs/



*Where there are student course enrollments.

Advanced Placement Courses (School Year 2013-14)Advanced Placement Courses (School Year 2013-14)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0

Professional Development – Most Recent Three YearsProfessional Development – Most Recent Three Years

The primary focus areas for staff development is designed for the academic success of the students’ achievement. Staff development specifically focuses on bestpract ices to improve student reading and mathematical outcomes. Problem-solving strategies based on best pract ices are implemented based on data fromstudent reading and mathematical performance. In addit ion to improving the culture of the school, w ith behavioral best pract ices and strategies for school safety.The systems for measurement is taken from the Measures of Academic Progress (MAP), SuccessMaker, and teacher assessments to drive staff content select ion.

The content select ion for staff development is used for teaching skills, knowledge, and competencies needed for staff to perform their specific dut ies. Staffmembers collaborate to share knowledge and develop strategies that w ill result in best pract ices for teaching and instruct ions. Through professional collaborat ionrubrics are also developed by staff to ensure that teachers ut ilize a common system for measurement and a framework that aligns to Common Core Standards.The collaborat ive component provides support and motivat ion to inaugurate each staff member in the Professional Learning Community (PLC) concept.

Staff learns to work together to set yearly goals, quarterly goals, monthly goals, and weekly goals as well as track performance in the areas of academic progress,program effect iveness, and instruct ional performance to ensure the eliminat ion of educat ional barriers using a Specific Measureable Attainable Realist ic and T ime-bound (SMART) goals templates. The school encourages stakeholder part icipat ion in the decision-making to advance a shared vision and values that lead to acollect ive commitment of responsibility, which is expressed in the,: work-in-process, day-to-day pract ices that encourages act ively sought solut ions; openness tonew ideas; working teams to cooperate to achieve common goals; support and encouragement to experiment as an opportunity to learn; data focus to evaluateoutcomes; and reflect ion in order to understand the operat ions and methods for act ions.

Number of days for the most recent three years:2011-2012 ~ 16 days2012-2013 ~ 23 days2014-2015 ~ 20 days

Professional development is delivered in after school workshops and after school teacher meetings. Weekly teacher teams meet to work on SMART goals tocreate specific goals to meet the individual needs of our students.

Teachers have a two-week training on the concept of SMART goals for lesson planning and tracking performance before school session begins. Professionaltraining is delivered to provide teachers w ith a w ide range of strategies for assessment, different iated instruct ions, supplemental instruct ions, technical support,and curriculum resources.

New teachers must choose a mentor teacher, one w ith experience and expert ise in best teaching pract ices, assessing students, collect ing data, and classroommanagement. New teachers meet w ith their mentor monthly for professional reflect ion, professional support, and collaborat ion. Teacher-principal meetings occurweekly to ensure that teachers implement different iated instruct ions, assess student performance, and provide supplemental instruct ions to enhance corecurriculum. Teacher-principal meeting entails collaborat ion of student data allow ing for review of current data regarding student current academic level.


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Last updated: 1/30/20152013-14 SARC - Dr. Lewis Dolphin Stallworth Sr. Charter

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sarc report for dr. lewis dolphin stallworth sr. charter€¦ · processes used to build upon the...

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